R.CM.03.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area text, and an historical event to a current event.
METS-S/NETS-T
Communication and Collaboration: Develop cultural understanding and global awareness by engaging with learners of other cultures
Essential Questions
Does the student comprehend the theme of Three Little Bears?
Objectives
Student will read The Three Bears and be able to restate what happens in the story paying attention to close detail.
Tools and Resources
Textbook: The Three Bears
Rationale
I am doing this lesson so that the student will be able to use comprehension skills in real life applications. Understanding reading is an important academic tool for research.
Methods of Instruction
This assignment will be visual and tactile. It will be done as a whole group.
Anticipatory Set
There will be prompts and questions in the lesson. This work will check the students comprehension of the book.
Beginning of Lesson
1) The student will look at the illustrations before reading the text.
2) The student will read the text aloud to the teacher.
Middle of Lesson
1) As the student is reading aloud, he or she will be asked questions by the teacher.
End of Lesson
1) The student will be given a list of questions to answer that relate to the reading from the book or source.
Unit Title
Reflection and Social Implications
Lesson Title
The O-Zone Layer
Subject Area
Earth Science (Ecology)
Grade Level
5th Grade
GLCEs/CCRS
S.RS.05.17 Describe the effect humans and other organisms have on the balance in the natural world.
METS-S/NETS-T
Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Demonstrate personal responsibility for lifelong learning.
Essential Questions
Is the O-Zone layer affected by pollution?
Objectives
The student will be able to give an opinion about whether the O-zone layer is affected by pollution through research, reading, speaking, and writing. The paper must include examples that are specific to the topic and the facts must be accurate.
Tools and Resources
textbooks
Internet
library
teacher
and fellow peers to explain with their opinion.
Rationale
I am choosing to do this lesson because students need to discover if the O-zone layer is depleting due to pollution.
Methods of Instruction
The students will do hand's on research through textbooks working by themselves. The assignment can be auditory and visual.
Anticipatory Set
The students will answer questions such as:
1) Do car fumes harm the O-zone layer?
2) Does factory smoke harm the O-zone layer?
3) What can we as a society do to stop pollution?
Beginning of Lesson
The student will find information in textbooks and from computer sources to answer the questions.
Middle of Lesson
Next, the child must write an argumentative essay based on their primary and secondary research findings. The student must answer the question thoroughly and depict knowledge of the subject.
End of Lesson
Lastly, the student will present the material to the classroom using auditory and visual techniques.
Reflection and Social Implications
Scale
4
3
2
1
Search and Answer
The student answered the questions with superior knowledge.
The student answered the questions with above average knowledge.
The student answered the questions with average knowledge.
The student did not answer the questions.
Thesis
The student juxtaposed an argument topic with all facts stated correctly.
The student juxtaposed an argument topic with most facts stated correctly.
The student juxtaposed an argument topic with few facts stated correctly.
The student juxtaposed an argument topic with no facts stated correctly.
Presentation
The student presented the material to the classroom using excellent auditory and visual techniques.
The student presented the material to the classroom using above average auditory and visual techniques.
The student presented the material to the classroom using average auditory and visual techniques.
The student presented the material to the classroom using little auditory and visual techniques.
Vincent Moceri
EDU 321
ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
awareness by engaging with learners of
other cultures
2) The student will read the text aloud to the teacher.
Internet
library
teacher
and fellow peers to explain with their opinion.
1) Do car fumes harm the O-zone layer?
2) Does factory smoke harm the O-zone layer?
3) What can we as a society do to stop pollution?
Reflection and Social Implications